The purpose of this study was to explore the perceptions of active community-building in a classroom with culturally linguistically economically diverse (CLED) gifted learners in a semirural school district who underachieve. The central research question was, How does actively building classroom community interact with CLED gifted learners who underachieve? The research questions were the following: What are educators' perceptions of CLED gifted learners who underachieve? How do educators implement community-building in the classroom? What are parents' perceptions of actively building community in the classroom with CLED gifted learners who underachieve? The four primary categories that emerged were (a) meeting learners' socio-emotional needs, (b) providing choices to promote independence, (c) differentiation of content, process, and assessment, and (d) engaging with families to connect with the child. Generalizations from these categories led to the emergence of three overarching themes: empowerment, safe environment, and teacher-family relationships. These findings indicated that actively building community in the classroom has a positive effect on CLED gifted learners who underachieve. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]